Problem Based Learning offers many benefits to students’ learning, however, the design and implementation of effective problem based learning (PBL) is not trivial.  Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are covered in the problem given. Effective problems should include all learning outcomes as well as making sure that resources are available.  Group working is an essential part of PBL.  However, group work among students is not easy.  For learning to be effective, the group must share knowledge and engage in their learning.  It is vital that the group functions well and everyone takes up his or her role.  In reality students often find group working difficult and they prefer to work on their own. How do we promote knowledge sharing among students? This paper describes design and group issues that need to be addressed for PBL to be effective and successful. Furthermore, it includes a case study of the implementation of learning objects in a virtual learning environment to support PBL on a final year undergraduate module in microcontroller interfacing.

">

Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning

Lorna Uden*, Tom Page**
*Professor,Faculty of Computing,Engineering and Technology,Sttafordshire University,UK
**Lecturer,Dept of Design &Technology,Loughborough University,UK
Periodicity:April - June'2008
DOI : https://doi.org/10.26634/jet.5.1.557

Abstract

Problem Based Learning offers many benefits to students’ learning, however, the design and implementation of effective problem based learning (PBL) is not trivial.  Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are covered in the problem given. Effective problems should include all learning outcomes as well as making sure that resources are available.  Group working is an essential part of PBL.  However, group work among students is not easy.  For learning to be effective, the group must share knowledge and engage in their learning.  It is vital that the group functions well and everyone takes up his or her role.  In reality students often find group working difficult and they prefer to work on their own. How do we promote knowledge sharing among students? This paper describes design and group issues that need to be addressed for PBL to be effective and successful. Furthermore, it includes a case study of the implementation of learning objects in a virtual learning environment to support PBL on a final year undergraduate module in microcontroller interfacing.

Keywords

Problem Based Learning, learning outcomes, VLE.

How to Cite this Article?

Lorna Uden, Tom Page (2008). Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning. i-manager’s Journal of Educational Technology, 5(1), 15-22. https://doi.org/10.26634/jet.5.1.557

References

[1]. Alstyne, M.W.V. (2005), "Create colleagues, not competitors", Harvard Business Review, Vol. 83 No.9, pp.24-25.
[2]. Ashleigh M., Connell, C. and Klein, J.H. (2003). Trust and Knowledge Transfer: an explanatory framework for identifying relationships within a community of practice. EIASM second workshop on Trust within and between organisations, Amsterdam, 23rd-24th October 2003.
[3]. Edwards, J.S. and Kidd, J.B. (2003) Knowledge Management or prescriptions for improved performance. Human Relations. 49, pp.677—699.
[4]. Fukuyama, F. (1995) Trust: The Social l/irtues and the Creation of Prosperity. Free Press, New York.
[5]. Goffee, R. and Jones, G. (1996) What holds the modern company together. Harvard Business Review. Nov-Dec.
[6]. Hmelo-Silver, C.E. and Barrows, H.S. (2006). Goals and Strategies of Problem-Based Learning Facilitator. The Interdisciplinary Journal of Problem-Based Learning. Vol. ’I,[ '1), pp.21-39,(Spring).
[7]. Jarvenpaa, S. and Leidner, D. (1998). Communication and Trust in global virtual teams. Journal of Computer—Mediated communication and Organisation Science: A jointissue [3], pp. 1 -38.
[8]. Lave, J. and Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge University Press.
[9]. Luhmann, N. (1979) Trust and Power. Wiley, New York, USA.
[10]. Nonaka, I. and Takeuchi, H. (1995) The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York, USA.
[11]. Orlikowski, W.J. (2002) Knowing in Practice: Enacting a Collective Capability in Distributed Organisation. Organisation Science 13(3), pp. 249-2 73.
[12]. Savery, J. R. (2006) Overview of Problem—based Learning: Definitions and Distinctions, Interdisciplinary Journal of Problem—based Learning. Spring, 1 (1): pp. 9- 20.
[14]. Shneiderman, B. (2000) Designing trust into online experiences. Communications of ACM, Vol. 43, No.12, pp.57—59.
[15]. Sitkin, S.B. and Roth, N.L. (1993) Explaining the limited effectiveness of legalistic remedies for trust/distrust. Organisational Science 4, pp.367-392.
[16]. Standing, C. and Benson, 8. (2000) Knowledge Management in a competitive environment. In S.A. Carlsson, R Brezillon, R Humphreys, B.G. Lundbert, A.M McCosh and Rajkovic (eds.), Decision Support through knowledge management. Sweden, pp. 336-348.
[17]. Styhre, A. (2002) The knowledge—intensive company and the economy of sharing: rethinking utility and knowledge management. Knowledge and Process Management9. pp. 228-236.
[18]. Tomkins, C. (2001). lnterdependencies, trust and information in relationships, alliances and networks. Accounting, Organisations andsociety 26, l0p.27-44.
[19]. Torp. L. and Sage, S. (2002) Problems as Possibilities: Problem Based Learning for K-16 Education, 2"” Edition (pp. 15-16). Alexandria, VA: Association of Supervision and Curriculum Development.
[20]. Uden, L. (2004) Making Learning Fun. Learning and Teaching Conference, 26"‘ May, at Staffordshire University.
[21]. Uden, L. (2005) How to promote research in students. New perspectives on Research into Higher Education. Society for Research into Higher Education [SRHE), 1 3-1 5 December, University of Edinburgh.
[22]. Uden, L. and Beaumont, C. (2006) Technology and Problem Based Learning. Idea Publisher, Hershey, PA, USA.
[23]. Uden, L. and Dix, A. (2004). Lifelong learning for software engineers, Int. J. Continuing Engineering Education and Lifelong Learning, Vol. 14, No1/2, pp.101- 110.
[24]. Wasko, M.M. and Faraj, S. (2000) It is what one does: Why people participate and help others in electronic communities of practice. Journal of strategic information Systems 9., pp 155-1 73.
[25]. Wicks, A., Bermon, S. and Jones, T. (1999) The structure of optimal trust: moral and strategic implications. The Academy of Management Review 24.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.